6/7/2016
Welcome!
 Sit at tables by  Elementary
 Middle School
 High School
 Get a name tag label and markers out of the plastic bag on your table.
 Create a name tag with your first name and a symbol that represents who you are.
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Office of Gifted Education Depth & Complexity Professional Development Project
2016‐2020
Empowering Students to Think and Learn
Using the Depth & Complexity Framework
(Sequential Workshop Suite)
Workshop 1 Depth & Complexity Prompts: Guiding students to think and discuss at deeper levels through inquiry
Goals of the Series
 The goals of this series are to:
 Increase rigor in the classroom
 Increase student achievement as it relates to higher level thinking
 Identify gifted potential in underrepresented populations
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Workshop 1 Participant Outcomes:
 Be familiar with the Depth & Complexity Prompts
 Understand the relationship between the Depth & Complexity Prompts and  Colorado Academic Standards
 21st Century Skills
 Teacher Effectiveness
 Create a Frame graphic organizer to assist students in using prompts to think.
 Understand how Thinking Routines and Depth & Complexity Prompts can work together to “alert” students to a focus for 4
thinking. Practice
makes
perfekt.
Why Depth & Complexity
Framework?
 Provides tools that :
 Align teaching practices with the Colorado Quality Standards for Teacher Effectiveness
 Activate Colorado Academic Standards
 Encompass 21st Century Skills
 Differentiate thinking
 Support brain‐based learning
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Brain-Based Learning
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50/50 Requires a Shift from
Bottle-fed to Student-led
Confirmation Inquiry
Structured Inquiry
 Starts with the teacher  Starts with the question: “delivering the package”.  Standards & Skills
 Lecture
 Textbook
 Handouts
 Ends with the question: “Did you receive the package?”
“What’s the package?”
 Resources
 Teacher (GPS)
 Multi‐media
 Experts
 Ends with a student‐created package.
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Partnership
 Teacher
 Create and ask the right questions
 Give students guidance
 Put material in context
 Explain one‐on‐one
 Create rigor
 Ensure quality
Marc Prensky: Teaching Digital Natives
 Student
 Find and follow passion
 Use available technology
 Research and find information
 Answer questions and share thoughts and opinions
 Practice through relevant, authentic tasks
 Create presentations in text and multimedia
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You will Experience the Shift from
Confirmation to Structured Inquiry
When you experience the shift during this workshop:
 Identify the personal behaviors and feelings associated with the inquiry approach to deep and complex thinking.
 Consider the habits of mind necessary to follow through with the process.
 Gain empathy and insights into what your students will experience and how to support them.
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Inquiry Is Not Just Any Question
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Inquiry is . . .
 Guiding students to the  Start your lesson with a information, skills and understandings they need through thoughtful, open‐ended questions that focus, guide and direct students to multiple possibilities. focused, open‐ended question.
Abridged
Unabridged
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Learning Experience
How can I make my
lesson relevant to
students using Depth &
Complexity prompts?
Colorado Teacher Quality Standard I: ELEMENT F
Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.
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Icons are Mnemonic Devices
 Look at your Icon Cards and look at the symbols people created on their name tags.  Are you more than the symbol you created?  Is there more to the icon than the visual symbol?
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Icons Alert Students to the Actual
Thinking Prompt
Depth & Complexity Icons guide student thinking
just as a crosswalk icon guides a student safely across the street. We teach students the prompt with the icon so that they will eventually think of the prompt when they see the icon. 14
Depth vs. Complexity
DEPTH PROMPTS promote a deeper understanding of the content being taught. COMPLEXITY PROMPTS promote scholarly insights into the connections across time, people and disciplines. 15
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Combine Depth & Complexity
Combine a depth prompt with a complexity prompt to make the question or task more rigorous. 16
Introducing Prompts to Students
•using synonyms, antonyms, symbol (icon)
Relate
•background knowledge to content, concept or personal context
Integrate
•with real world Current events, community issues, personal concerns
Apply
Establish Relevance
Define
•to new knowledge, resource, lesson, skill being taught
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Introducing Prompts
 Define
 Facts, figures, data, attributes, specifics, parts, clues …
 Details define, provide evidence, support, identify, sequence, categorize, prioritize …
 Establish Relevance
 What details were important to you this morning?
 What details do you consider before buying a school lunch?
 What details do your parents want when you ask to borrow the car?
 Apply to new knowledge
 What details are important to keep in mind when introducing 18
prompts?
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Introducing Prompts
 Define
Language  Terminology, symbols, tools and habits of mind related to a specific discipline or topic
of the Discipline
Vocabulary
 Establish Relevance
 Is there a certain language you use with peers the you do not use with your parents?
 Are there certain words you use in math that you rarely use in music or vise versa?  Apply to new knowledge
 What is the Language of the Depth & 19
Complexity Framework?
Inquiry Activity
 Define
 Establish relevancy
 Relate prompt to background knowledge
 Content, Concept or Personal
 Integrate with real world
 Current event, community issue, personal concerns
 Record on Questions/Examples to Establish Relevancy worksheet
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New Knowledge
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Apply New Knowledge
 Open Q3 Cards.
 Find the cards that match your table’s prompt.
 Write a question about the new knowledge we just learned from the Amazon Drone video.
 Prepare to introduce your prompt to the group.  10 min.
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Introduce Your Prompts
 Introduce your prompt to the group.  Take notes on your Questions/Examples to Establish Relevancy worksheet
 20 min.
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Make a bulletin board for one or more of the prompts. This is a bulletin board for the Language of the Discipline related to a 5 th
grade science unit. Icons are posted to the right. Put the icons on the front of a reading journal notebook, at the top of a worksheet or on a bookmark.
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This worksheet uses details only. This third grade teacher introduced prompts in a personal way for her students. 25
This third grade teacher created a big top chart for students to post the big ideas they are learning in each subject area. She also keeps the icons out and available to her students. Often during discussions, a student will get up and grab an icon card and tell her that this is the pro.pt they are using. The student is “alert” to what type o thinking is going on during the discussion. 26
Prompts
Good
to
Know
Establishing relevancy is key to engagement and long term retention. Don’t skip that step when introducing or reviewing prompts.
 Language of the Discipline is more than vocabulary (i.e. symbols, tools, habits of mind)
 Some big ideas are bigger than others.
 Details support all other prompts, including unanswered questions—details are missing when there are unanswered questions.
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Reflection
 How can I make my lesson relevant to students using Depth & Complexity prompts? Discuss at your table to share with larger group.
 What unanswered questions do you have after Learning Experience 1? Write them on sticky notes.
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Follow-up Goals
 Introduce at least 7 depth & complexity prompts to your students in any order you want.
 Combine the 3 complexity prompts with a depth prompt in a question or task.
 Review the Colorado Teacher Quality Standards Crosswalk in your packet before and after you have met the above goals to determine your progress. 29
Learning Experience
How can I use Depth & Complexity Prompts
to activate Colorado Academic Standards?
Colorado Teacher Quality Standard I: ELEMENT A
Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
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Content Standards Template
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Inquiry Activity
 Find your content and grade level evidence outcomes.
 Identify prompts that will help to “activate” those outcomes.
 Use a sticker or draw the icon on the template.
 Find inquiry questions from the template you might use with any of your lessons for this outcome or use Q3 Cards. 32
Reflection
 How can I use Depth & Complexity Prompts to activ
Colorado Academic Standards? Discuss at your table
share with larger group.
 What did you learn about the standards?
 What did you learn about applying the Depth & Complexity Prompts?
 What did you learn about your thinking habits?  What did you learn about inquiry?
 What unanswered questions do you have after Learning Experience 2? Write them on sticky not
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Prompts & Standards
Good
to
Know
 Depth & Complexity prompts are not thinking skills (verb). Prompts alert, cue, trigger and guide the memory to think in a certain direction.  Prompts that don’t activate a standard can still be used as they relate to the instructional resources  The same prompts tend to cluster around certain content standards.
 Math standards usually focus on rules, patterns, big ideas, language of the discipline and sometimes trends and ethics (statistics)
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Follow-up Goals
 Intentionally ask questions using Q3 Cards that activate the standard (s) your students are practicing.  Continue to combine the 3 complexity prompts with a depth prompt in a question or task related to the standard and/or the resource being used to teach the standard.
 Review the Colorado Teacher Quality Standards Crosswalk before and after you have met the above goals to determine your progress.  Use the Prompt Tally Checklist to assess student progress towards higher level thinking
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Learning Experience
How can I use Depth & Complexity Prompts as a
tool of inquiry?
Colorado Teacher Quality Standard I: ELEMENT D
Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence‐
based instructional practices and specialized character of the disciplines being taught.
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Use Prompts to Activate Standards
Sets
Singletons
Two or more prompts in a relationship
One prompt at a time
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Use Prompts to Activate Standards
 Economics Prepared Graduate Outcomes: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy. Acquire the knowledge and economic reasoning skills to make sound financial decisions
 Communicating Prepared Graduate Outcomes: Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective
 Writing Prepared Graduate Outcomes: Master the 38
techniques
of effective informational, literary, and persuasive writing
Inquiry Activity
 Watch the video on Elio and make note of the details. Singleton
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What’s the Big Idea?
SETS combine two or more prompts in a relationship.

What did each person at your table take away as a big idea for the Elio car?  Write your Big Idea on the roof of the small icon in the supply bag on your table.
 What details support your big idea?
 Write the details on the supporting pillars.
 5 min.
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What’s the Bigger Idea?





Draw the Big Idea Icon on the top of the chart paper on your table.
Paste each person’s big idea sheet below the icon you drew.
Share the big ideas and record them on the pillars of the icon you drew.
Use the Differentiation Flip Book to determine a Universal Concept that encompasses all or most of the big ideas your group posted on the pillars. Share with larger group.
 10 min. 41
FRAME Your Inquiry
 Each table will be assigned a side of the FRAME to discuss for 10 minutes.
 Share learnings with the larger group.
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Set Examples
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Set Examples
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Set Examples
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This is a formative assessment for a middle school technology research project. Students were asked to identify a patter or patterns involved in producing energy, a them of energy conversion and the larger overarching 46concept. Many of the pre‐made worksheets teachers purchase are easily retrofitted with Depth & Complexity prompts. Remember the reason for adding the icons to worksheets and activities is twofold:
1. They “alert” students to the type to thinking required.
2. By offering a choice, students differentiate for themselves based on how well they understand and are able to do the thinking required.
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Compare the responses this teacher got from students using this worksheet. Icon stickers, digital icons or just a hand drawn picture of the icon could be added to “alert” students to the type of thinking required. 48
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Application
 Create one or more FRAMES you could use in an upcoming lesson to focus student thinking.
 What standards will you be addressing in the lesson?
 Can you combine different content standards within the lesson?
 What prompts will activate those standards?
 What resource will students use?
 What prompts match the resource?
 What inquiry question will you use to focus the set of prompts within the FRAME?
 Look at the standards’ template
 Look at the Q3 cards
 How will you use the FRAME?
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Reflection
 How can I use Depth & Complexity Prompts as a too
inquiry? Discuss at your table to share with larger g


What type of behaviors and feelings can I expect and prepare
from my students as they experience inquiry based learning?
What strategies will I need to use so that my students are suc
at inquiry based learning?
 What unanswered questions do you have after Learning Experience 3? Write them on sticky not
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Prompts & Inquiry
Good
to
Know
 As students discuss more, teachers use worksheets and seat work less and less.
 Depth & Complexity graphic organizers, such as the FRAME are thinking tools not graded worksheets.
 These thinking tools can be used throughout a unit as
 Discussion starters
 Note catchers
 Pre, post and formative assessments
 Data to assist in producing a final product for a 51
grade.
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Follow-up Goals
 Provide opportunity for your students to practice inquiry based learning by:
 Starting a lesson with a question
 Activating the standards being taught using Depth & Complexity prompts
 Using a FRAME to guide their inquiry through a discussion or project/product.  Review the Colorado Teacher Quality Standards Crosswalk before and after you have met the above goals to determine your progress.  Continue using the Prompt Tally Checklist to assess student progress towards higher level thinking
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 Look for students’ strengths using Observation Sheet
Learning Experience
How can I use Depth & Complexity prompts
as students wor k in teams and develop
leadership qualities?
Colorado Teacher Quality Standard III: ELEMENT F
Teachers provide students with opportunities to work in teams and develop leadership qualities.
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Standards Outcomes
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Inquiry Question
 What responsibility do humans have to the ecosystems in which they live?
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Inquiry Resources
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What are Thinking Routines?
From Harvard Graduate School of Education Project Zero Thinking Routines from Visible Thinking Project
 Thinking Routines:
 Provide procedures, processes and patterns for managing 

discussions
Structure the thinking & learning process
Promote students’ thinking
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Designed by Freepic: <a href="http://www.freepik.com/free‐vector/creative‐brain‐illustration_713654.htm">Designed by Freepik</a> And <a href="http://www.freepik.com/free‐vector/creative‐brain‐illustration_713654.htm">Designed by Freepik</a> 19
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Thinking Routines
 CSI: Use Color, Symbol and Image to express the
 Red Light, Yellow Light: Look at to become critical consumers of information
 Tug of War: Use and to frame dilemmas and make decisions
 Step Inside: Think about an issue from Designed by Freepic: <a href="http://www.freepik.com/free‐vector/creative‐brain‐illustration_713654.htm">Designed by Freepik</a> And <a href="http://www.freepik.com/free‐vector/creative‐brain‐illustration_713654.htm">Designed by Freepik</a> 58
Use the Thinking Routine
 Review the directions for your Thinking Routine on the placard.
 Assign leadership roles
 Discussion leader—keep participants on task and following the routine procedures.
 Recorder—take notes in FRAME
 Spokesperson—report to larger group at end of discussion
 Go through the Thinking Routine and then use the results of the routine to answer the question.  You have 15 minutes
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Assess Thinking Routines
 Review the directions on your self‐assessment sheets in the plastic bag on your table.
 Assign leadership roles
 Assessment discussion leader—solicit assessment results from the group and lead table discussion
 Assessment coordinator—take notes from table discussion
 Assessment Spokesperson—report to larger group at end of discussion
 Each person fill out the assessment sheet
 Participate in table discussion outlined on assessment sheet
 You have 10 minutes 60
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Share your Thinking Routine
 What was the process you followed in your Thinking Routine?
 What was the answer to your question on the FRAME?
 How was thinking assessed?
 What did you learn about thinking from the assessment you might not learn in a traditional discussion?
 How did the process impact the way you answered the question?
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Assess Your Growth Using a
Thinking Routine
I used to think … Now I think …
 How has you thinking changed or solidified and why about the answer to this question:
What responsibility do humans have to the ecosystems in which they live?
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Prompts to Encourage Teams and
Leaders
Good
to
Know
 Teams should be flexible based on the intended outcome.  Cooperative groups are assessed for cooperative 
and collaborative skills not the final product.
Prompts can be used with like ability groups to differentiate complexity of thinking for discussions or group projects.
 Natural leaders will emerge in discussion groups but may need assistance in refining their leadership skills.  The teacher can assign roles to team members to assist in cultivating leadership skills in all students.
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Follow-up Goals
 Plan opportunities for students to use the four Thinking Routines. Include:
 Roles within discussion groups to encourage leadership
 Discussion groups that vary in student groups based on the purpose of the discussion
 Time to assess the Thinking Routine and student thinking.
 Review the Colorado Teacher Quality Standards Crosswalk before and after you have met the above goals to determine your progress.  Continue using the Prompt Tally Checklist and Classroom Observation Tool. 64
Evaluation
https://www.surveymonkey.com/r
/DCWKSHP1
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